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A Framework for Disciplinary Learning Communities: Professional Development in Action

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Faculty Development Medley

Tagged Topics

Diversity and Faculty Development Constituency Committee

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Paper Authors


Michael J. Reese Jr. Johns Hopkins University

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Michael Reese is the Associate Dean & Director at the Johns Hopkins Center for Educational Resources. Dr. Reese previously worked as an Educational Technologist at Caliber Learning and Booz-Allen and Hamilton. He also consulted with the University of Maryland School of Nursing on the launch of their distance education program. He earned an Ph.D. in sociology at Johns Hopkins. His dissertation modeled how educational innovations diffused in higher education. He also earned an M.Ed. in educational technology from the University of Virginia and a B.S. in electrical engineering at Virginia Tech, where he was named the Paul E. Torgersen Leadership Scholar.

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Eileen Haase Ph.D. Johns Hopkins University

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Eileen Haase is the Director of Undergraduate Studies and a Senior Lecturer in Biomedical Engineering at Johns Hopkins University. She is also chair of the Johns Hopkins Applied Biomedical Engineering graduate program for Engineering Professionals. She received her BS in ESM from Virginia Tech, and her MS EE and PhD in Biomedical Engineering from Johns Hopkins.

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Ahmed Ibrahim Johns Hopkins University Orcid 16x16

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Jane Brock Greco

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Kelly F. Clark Johns Hopkins University

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Engaging in teaching professional development is linked to adoption of evidence-based teaching practices (Supovitz & Turner, 2000). Engineering disciplines are ideal spaces and communities of action to engage future faculty in professional development (Gardner & Mendoza, 2010). In addition, disciplinary departments and colleges are important units of institutional change (Henderson, Beach, & Finkelstein, 2011). The challenge is encouraging graduate students to engage with this research as part of their professional identify.

Several major research universities are collaborating on a new framework for establishing disciplinary learning communities (DLCs) at engineering schools (and other STEM disciplines) across the country. DLCs will be an opportunity for future faculty to engage in learning about and critiquing discipline-based education research through formal workshops facilitated by faculty in the discipline. New faculty may also be interested in participating. The framework will provide curricular resources to help faculty facilitate these programs, thus, lowering barriers to adoption.

The overarching goals are to 1) encourage future faculty to adopt evidence-based teaching strategies in their discipline and 2) develop a cross-institutional network of faculty committed to adopting teaching best practices. To support the second goal, the American Society of Engineering Education (ASEE) joined the partnership to assist in facilitating cross-institutional networking opportunities for DLC participants from various colleges and universities.

The presenters will discuss the DLC framework to raise awareness of this project, but more important, to request feedback from attendees. This feedback will be addressed by the project team to increase the likelihood that they framework will be adopted by engineering schools and departments. The presenters will also discuss plans to scale this project nationally by leveraging the Center for the Integration of Research, Teaching and Learning (CIRTL) network. CIRTL is a national network of research universities committed to improving undergraduate STEM education by preparing future faculty to adopting evidence-based teaching practices.

Reese, M. J., & Haase, E., & Ibrahim, A., & Greco, J. B., & Clark, K. F. (2018, June), A Framework for Disciplinary Learning Communities: Professional Development in Action Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah.

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